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Fostering Meaningful Learning and Argumentation Skills via an Online Forum within a Hybrid Course

Fostering Meaningful Learning and Argumentation Skills via an Online Forum within a Hybrid Course. Dov Dori Technion, Israel Institute of Technology dori@ie.technion.ac.il. Hybrid Course: Definition & Implementation . Hybrid courses combine face-to-face with online teaching.

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Fostering Meaningful Learning and Argumentation Skills via an Online Forum within a Hybrid Course

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  1. Fostering Meaningful Learning and Argumentation Skills via an Online Forum within a Hybrid Course Dov Dori Technion, Israel Institute of Technology dori@ie.technion.ac.il

  2. Hybrid Course: Definition & Implementation • Hybrid courses combine face-to-face with online teaching. • This combination can potentially improve learning processes compared with traditional learning and Web-based learning. • The "Methodologies in Information Systems Development" course was conducted as a hybrid course for the first time during Spring 2006 semester at the Faculty of Industrial Engineering and Management at the Technion, Israel Institute of Technology. • This is a graduate and undergraduate elective course aimed primarily at Information Systems Engineering students.

  3. Hybrid Course Structure and Management • Main ICT-based element: the online forum. • Main face-to-face element: team presentations in class meetings. • Population: 20 students, about half graduates and the other half undergraduates • The 14-week long course was divided into seven two-week periods, each focusing on a specific theme. • All the course online discussions, management and material posting was done via Moodle

  4. Course themes and timetable (1)

  5. Course themes and timetable(2)

  6. Hybrid Course Structure and Management (1) • The class was divided into seven teams of three students each. • Each team, and the class as a whole, were required to do the following: • Read an assigned paper or chapter on the subject that introduces and discusses the two-week period theme. • Using Moodle, open an online discussion in the forum assigned to this paper or chapter by posing two or more questions related to the article, which require argumentation.

  7. Hybrid Course Structure and Management (2) • Respond back to students' responses, so there is meaningful traffic in the forum they manage. • Read at least two more central articles related to the subject. • Prepare a one-hour class presentation, in which the team presents the subject and summarizes the forum. • Using Object-Process Methodology (Dori, 2002), create a model of the domain under study to support ideas and claims made in the presentation. • Send the presentation to the course Teaching Assistant (TA) who put it on the Moodle course site by the end of the week of the scheduled presentation.

  8. Course grading weights (out of 100) Online forum leading 20 Online forum participation 15 Summary & class presentation 20 Final report with OPM model 25 Web Services mini project 15 Attendance 5

  9. The Online Forum • The major online component of the course was the online forum. • Each team posted a few questions related to the bi-weekly theme • All the students responded such that a viable discussion was taking place during the designated five-day period • At the end of the period, the team prepared a class presentation based on the original paper and other resources it found, and presented it in class. • Following the class presentation, the professor summarized the subject, often adding from his knowledge about it and stirring more discussion.

  10. Online Forum Example: Argumentation Support (1) Argumentation that is computer supported is a growing field and there is a need to match technology to human argumentation behavior. Here are a few questions concerning this claim: • Give an example for common Argumentation (Discussion) that is computer supported. What are the goals, means, and authorizations involved? • What disadvantage arises from trying to model human discussion?

  11. Online Forum Example: Argumentation Support (2) • What kind of diagram would you choose to model each one of the Argumentation Models, and why? • Issue networking – HyperNews • Funneling – Voting • Reputation – Weblogs Thanks, Team 3

  12. Sample Response to Question 2 • “I think that one of the biggest disadvantages of modeling human discussion is that you miss the "human" involvement. What I mean is that in every discussion we are involved in, we apply some emotions and not every thing we "say" is relevant to the subject. When you try and model this behavior, you loose some of the most interesting ideas.”

  13. Findings: Students' Feedback on the Course In the last forum, which was initiated by the course professor, the students were asked to summarize the course by responding to the following questions: • What are the two things you liked most about the course? • What are the two things you disliked most about the course? • What suggestions do you have to improve the course? • Did you feel that you learned meaningful things in this course less, the same, or more than in comparable courses? For each question, the responses were categorized according to the items students related to. The next three tables list the categories for each question arranged in descending frequency with percent and examples.

  14. Findings: Students' Feedback on the Course

  15. Findings: Students' Feedback on active learning

  16. Several students volunteered an overall summary: • This course provided me with new points of view and strengthened the significance of modeling. • This course structure seems to be more pleasant and fun than a traditional one. • I enjoyed the course. I think this new way of teaching is quite successful. • I enjoyed the course. It was a fresh and welcomed changed in the standard Technion's course structure.

  17. Summary and Recommendations (1) • This was a unique experience of a combination of active team learning, online learning, and class meetings and presentation. • A structure of a hybrid course that combines intermittent bi-weekly class meetings for face-to-face presentations and discussions with periods of online student interaction in-between seems to be a promising format that should be replicated and elaborated.

  18. Summary and Recommendations (2) • Students welcome this mode of teaching, feeling they cover a lot of ground while still experiencing meaningful and overall enjoyable learning. • They experience teamwork and exercise their higher-order thinking skills, notably argumentation. • Main points for improvement include • higher staff involvement in the online forum, • clearer definitions of the time constraints, • a short introduction to each topic prior to the forum discussions, • more linkage between the topics of the forum/class and those of the tutorials.

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